Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica

Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica

The pandemic caused by COVID-19 transformed every education system in the world. Nearly a year after the pandemic hit Costa Rica and replaced face-to-face public education with a distance learning model, the Ministry of Public Education decided to implement a blended learning model by 2021, in which...

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Autores principales: Elizondo-Mejías, Jonathan, López-Estrada, Patricia, Pérez-Hidalgo, Estefanía
Formato: Online
Idioma:eng
spa
Publicado: Universidad Estatal a Distancia 2025
Acceso en línea:https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206
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author Elizondo-Mejías, Jonathan
López-Estrada, Patricia
Pérez-Hidalgo, Estefanía
spellingShingle Elizondo-Mejías, Jonathan
López-Estrada, Patricia
Pérez-Hidalgo, Estefanía
Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica
author_facet Elizondo-Mejías, Jonathan
López-Estrada, Patricia
Pérez-Hidalgo, Estefanía
author_sort Elizondo-Mejías, Jonathan
description The pandemic caused by COVID-19 transformed every education system in the world. Nearly a year after the pandemic hit Costa Rica and replaced face-to-face public education with a distance learning model, the Ministry of Public Education decided to implement a blended learning model by 2021, in which students alternate school attendance. The study, conducted in the North-North Regional Education Directorate of Costa Rica, specifically in the cantons of Upala and Guatuso, aimed to represent the views of six primary English teachers on blended education and to deepen the understanding of pedagogical mediation and the work environment during the health crisis. The study was conducted using an inductive qualitative research approach based on a case study design, with data obtained and triangulated from interviews, document collection, and photo elicitation; data analysis was conducted using ATLAS.ti software. Although the theoretical implementation of two combined modalities was initially planned, teachers encountered many modalities due to irregular attendance in face-to-face and virtual classes, poor Internet connectivity, and families' decision not to send their children to school. Educational and school management also played a key role in pedagogical mediation and in the perception of decontextualization and work overload. 
title Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica
title_short Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica
title_full Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica
title_fullStr Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica
title_full_unstemmed Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica
title_sort teachers’ views on the implementation of blended education during the pandemic in costa rica
title_alt Opiniones de los profesores sobre la aplicación de la educación combinada durante la pandemia en Costa Rica
Opiniões dos Professores sobre a Implementação da Educação Mista durante a pandemia na Costa Rica
publisher Universidad Estatal a Distancia
publishDate 2025
url https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206
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spelling INNOVACIONES52062025-01-20T17:57:04Z Opiniones de los profesores sobre la aplicación de la educación combinada durante la pandemia en Costa Rica Teachers’ Views on the Implementation of Blended Education during the Pandemic in Costa Rica Opiniões dos Professores sobre a Implementação da Educação Mista durante a pandemia na Costa Rica Elizondo-Mejías, Jonathan López-Estrada, Patricia Pérez-Hidalgo, Estefanía Blended learning Distance education Foreign language teaching Pandemic Teacher's perspective Aprendizaje semipresencial Educación a distancia Enseñanza de lengua extranjera Pandemia Perspectiva docente Aprendizagem híbrida Educação a distância Ensino de línguas estrangeiras Pandemia Perspectiva docente La pandemia del COVID-19 transformó cada sistema educativo alrededor del mundo. Casi un año después de que la pandemia golpeara Costa Rica y la educación pública presencial fuera sustituida por un modelo de educación a distancia, el Ministerio de Educación Pública decidió implementar un modelo de educación combinada para el 2021, usando clases remotas y presenciales en el que el estudiantado alternara la asistencia a la escuela. El estudio, llevado a cabo en la Dirección Regional de Educación Norte-Norte de Costa Rica; específicamente los cantones de Upala y Guatuso, tuvo como propósito describir las opiniones de seis docentes de inglés de primaria sobre la educación combinada profundizar en la comprensión de la mediación pedagógica y el entorno laboral durante la crisis sanitaria. Este estudio utilizó un enfoque de investigación cualitativa inductiva con un diseño de estudio de caso con datos obtenidos y triangulados mediante entrevistas, recolección de documentos y foto elicitación; el análisis de los datos se llevó a cabo mediante el software ATLAS.ti. A pesar de una implementación teórica de dos modalidades combinadas, los docentes experimentaron múltiples modalidades debido a la asistencia irregular a las clases presenciales y virtuales, la poca conectividad a internet y la decisión de las familias a no enviar a sus hijos a la escuela. También, la gestión educativa y escolar jugaron un rol fundamental en la mediación pedagógica y en la percepción de descontextualización y sobrecarga laboral. The pandemic caused by COVID-19 transformed every education system in the world. Nearly a year after the pandemic hit Costa Rica and replaced face-to-face public education with a distance learning model, the Ministry of Public Education decided to implement a blended learning model by 2021, in which students alternate school attendance. The study, conducted in the North-North Regional Education Directorate of Costa Rica, specifically in the cantons of Upala and Guatuso, aimed to represent the views of six primary English teachers on blended education and to deepen the understanding of pedagogical mediation and the work environment during the health crisis. The study was conducted using an inductive qualitative research approach based on a case study design, with data obtained and triangulated from interviews, document collection, and photo elicitation; data analysis was conducted using ATLAS.ti software. Although the theoretical implementation of two combined modalities was initially planned, teachers encountered many modalities due to irregular attendance in face-to-face and virtual classes, poor Internet connectivity, and families' decision not to send their children to school. Educational and school management also played a key role in pedagogical mediation and in the perception of decontextualization and work overload.  A pandemia da COVID-19 transformou todos os sistemas educativos em todo o mundo. Quase um ano depois que a pandemia atingiu a Costa Rica e a educação pública presencial foi substituída por um modelo de educação a distância, o Ministério da Educação Pública decidiu implementar um modelo de educação combinada para 2021, utilizando aulas remotas e presenciais em que o estudantado alternasse a frequência na escola. O estudo, realizado na Direção Regional de Educação Norte-Norte da Costa Rica; especificamente os cantões de Upala e Guatuso, teve o objetivo de descrever as opiniões de seis professores de inglês de primária sobre a educação combinada para aprofundar a compreensão da mediação pedagógica e do ambiente de trabalho durante a crise sanitária. Este estudo utilizou uma abordagem de pesquisa qualitativa indutiva com design de estudo de caso com dados obtidos e triangulados por meio de entrevistas, coleta de documentos e foto-elicitação; a análise dos dados foi realizada no software ATLAS.ti. Apesar da implementação teórica de duas modalidades combinadas, os professores experimentaram múltiplas modalidades devido à frequência irregular às aulas presenciais e virtuais, à má conectividade à Internet e à decisão das famílias de não enviarem os seus filhos à escola. Além disso, a gestão educativa e escolar teve papel fundamental na mediação pedagógica e na percepção da descontextualização e da sobrecarga de trabalho.  Universidad Estatal a Distancia 2025-01-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip text/html audio/mpeg application/pdf https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206 10.22458/ie.v27i42.5206 Innovaciones Educativas; Vol. 27 No. 42 (2025): Pedagogical Strategies and Practices for Learning in Dynamic Environments; 206-218 Innovaciones Educativas; Vol. 27 Núm. 42 (2025): Estrategias y prácticas pedagógicas para el aprendizaje en entornos dinámicos; 206-218 Innovaciones Educativas; Vol. 27 N.º 42 (2025): Estratégias e Práticas Pedagógicas para a Aprendizagem em Ambientes Dinâmicos; 206-218 2215-4132 1022-9825 10.22458/ie.v27i42 eng spa https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206/8073 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206/8074 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206/8075 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206/8133 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206/8134 https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5206/8106 Copyright (c) 2025 Innovaciones Educativas https://creativecommons.org/licenses/by-nc-nd/4.0

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